TEACHERS’ PERCEPTIONS OF OTHER TEACHERS’ SPONTANEOUS HAND GESTURING IN THE EFL CLASSROOM
Journal Title: Novitas-ROYAL (Research on Youth and Language) - Year 2014, Vol 8, Issue 2
Abstract
The evidence for gesture being a vital element in the classroom is becoming insurmountable; however, it remains to be seen how long it will take to be fully utilized in the EFL classroom. This study, using a qualitative descriptive methodology, briefly examines how a group of teachers perceive gesturing after viewing a video performance of an EFL practitioner. All of the data was collected online via a questionnaire and a recorded semi-structured interview. Volunteers were, or had been, teaching English within the past twelve months and approached the researcher to take part in the study via social media. The results of the study suggest that teachers fully acknowledge the importance of gesture and commonly attribute similar functions to specific gestures within a teaching performance. Overall, the results offer numerous pedagogical implications for gesture and SLA and support previous assertions regarding the need to make teachers fully aware of the gestures they use in the classroom. Analysis of the questionnaires also revealed that teachers seldom have the opportunity to view their own teaching and suggests that gesture needs to play a much greater role within critical reflective practice.
Authors and Affiliations
John THOMPSON
Keywords
Related Articles
- EP ID EP127309
- DOI -
- Views 154
- Downloads 0
The attitudes of teachers and students towards using Arabic in EFL classrooms in Saudi public schools: a case study
VIETNAMESE FEMALE SPOUSES’ LANGUAGE USE PATTERNS IN SELF INITIATED ADMONISHMENT SEQUENCES IN BILINGUAL TAIWANESE FAMILIES
This paper aims to identify how Taiwanese and Mandarin (the two dominant languages in Taiwan) are used as interactional resources by Vietnamese female spouses in bilingual Taiwanese families. Three Vietnamese-Taiwanese t...
LEARNER EXPERIENCE USING SELF-INSTRUCTED CALL: METHODOLOGICAL AND LEARNER INSIGHTS
DESCRIPTIVE VERSUS DIALOGIC REFLECTION AND POSITIVE VERSUS NEGATIVE STANCE IN THE REFLECTIVE WRITING OF TURKISH PROSPECTIVE ENGLISH LANGUAGE TEACHERS
While there is a wide body of research that reports the benefits of engaging prospective English Language teachers in reflection during the practicum courses of their teacher education, there are relatively few...